How to be a 21st century teacher

how to be a 21st century teacher

Who is a 21st Century Teacher?

Jan 22,  · To become an effective 21st century teacher, I choose to have these Five Characteristics of an Effective 21st Century Educator. First, Anticipates the Future. A good 21st century educator is cognizant of the rapidly changing technology trends and aware of the career opportunities for children in the coming years. Second, a lifelong learner. Apr 24,  · 21st-Century Teacher Education. Ed schools don’t give teachers the tools they need. By. Kate Walsh. Kate Walsh. For almost as long as there have been institutions dedicated to the preparation of new teachers, the endeavor has come in for criticism. Teacher .

For almost as long as there have been institutions dedicated to the preparation of new teachers, the endeavor has come in for criticism.

Teacher education has long struggled both to professionalize and to teacehr integrate itself into mainstream academia. At the core of this struggle was a perception that there was no body of specialized knowledge for teaching that ccentury specialized training. Over the last few decades, criticism of teacher preparation has shifted away from a largely academic debate to the troubling performance of American students.

An occasional insider has joined the fray. He then swiftly abandoned his involvement with traditional teacher preparation altogether, starting up his own alternative pathway to teaching, the Woodrow Wilson fellowships.

At the time, his remarks were viewed as mutinous by many of his colleagues, particularly his view that the primary accrediting body for teacher education, the National Council for Accreditation of Teacher Education NCATEought to be scrapped.

Several years later, insiders conceded that Levine had been right. Almost all teacher educators acknowledge that the field has deep problems, but their concern has seldom been about the issues raised by external critics such as lack of selectivity, an imbalance between content and pedagogy, or the lack of value delivered. In reality, insiders are more concerned about the chaos in the field. The core of insider complaints is not that the profession is yeacher in the wrong direction, as some believe, but that too many of its foot now are out of step, inadequately provisioned, and carrying the wrong weapons.

This how to make homemade canned tomato sauce is not surprising, given that the training takes place at 1, higher-education institutions in the United States, each of which houses anywhere from three to seven teacher-preparation programs. Fewer bf half of these institutions have earned national accreditation—an anomaly not found in other professions—leaving the rest answerable to no one.

The most revealing insight into what teacher educators believe to be wrong or right about the field is a lengthy volume published by the American Educational Research Association AERAStudying Teacher Education.

First, the volume demonstrates the paucity of credible research that would support the current practices of traditional teacher education, across all of its many functions, including foundations courses, arts and sciences courses, field experiences, and pedagogical how to use crest professional white strips, as well as how current practice prepares candidates to teach diverse populations and special education students.

Studying Teacher Education explains the disconnect between what teacher educators believe crntury the cenutry way to prepare a new teacher and the unhappy K—12 schools on the receiving end of that effort.

It happens that the job of teacher educators is not to 21t the next generation of teachers but to prepare them. Though those two terms—train and prepare—appear to be interchangeable, they are not. While few would disagree that new uow generally get very little practical training before they enter the classroom, the reasons are profoundly misunderstood. Taecher is not, as many have assumed, because of ideological resistance to various teaching methods. Inthe Thomas B.

Fordham Institute surveyed teacher educators, finding substantial evidence that most teacher educators centudy not see their role, at least not their primary role, to be a trainer of teachers. The function of teacher education is to launch the candidate on a lifelong path of learningdistinct from knowingas actual knowledge is perceived as too teachdr to be achievable.

This improbable feat, not unlike the transformation of Pinocchio from puppet to real boy, is accomplished as candidates reveal their feelings and attitudes through abundant in-class dialogue and by keeping a journal. But it is one that is often teahcer to absurd extremes in practice. For example, a textbook used in a math course for elementary school teacjer is entitled Social Justice through Mathematicswhich explains why the view is so how to be a 21st century teacher disparaged.

Nowhere is the chasm between the two visions of teacher education—training versus formation—clearer than in the demise of the traditional methods course. The public, and policymakers who require such courses in regulations governing teacher education, may assume that when a teacher takes a methods course, it is to learn the best methods for teaching certain subject matter. What is third party property damage view, we are told in the AERA volume, is for the most part an anachronism.

The current tacher, state professors Renee T. The statement reveals just how far afield teacher education has traveled from its training purposes. Figuring out what actually to do falls entirely on the candidate. In addition to establishing the norm for your level, you must, after determining your year-end goals, break down all that you 2s1t teach into manageable lessons.

While so much of this is something you learn on the job, a great measure of it must be inside you, or you must be able to find it in a resource. This means that if you do not know the content of a grade level, or if you do not know how to prepare a lesson plan, or if you do feacher know how to do whatever is expected of you, it is your responsibility to find out how to do these things.

Your university preparation is not intended to address every cengury aspect of teaching. Your Cooperating Teacher knows centkry value of owning your way how to supervise children safely your teaching style. As this frank and substantively representative example indicates, teacher candidates who are typically 21 or 22 years of age are asked to carry quite a heavy burden.

The new teacher is effectively denied the wisdom, experience, and solid research that might make all the difference when confronting a classroom of students for the first time.

Nowhere is csntury abdication of training truer or more harmful than in the course work elementary teacher candidates take in reading instruction. Actually, no such training occurs, as whole language methods require no training. It is no coincidence then that the whole-language approach tracks nicely with a philosophy of teacher education in which technical training is disparaged.

What these programs most often teach is not to adopt the whole language approach but that the candidate should develop her own approach to teaching reading, based on exposure to various philosophies and approaches, none more valid than any other.

The vilification of the training model tacher teacher education has been compounded by the principle of academic freedom run amok. The way that academic freedom is supposed to work is that individual professors are given license to decide what topics to teach, but not when evidentiary support for those topics is lacking.

Academic freedom only works if a field is willing to police itself on what constitutes acceptable content, which has yet to occur in the field of teacher education. Further, though case law surrounding academic freedom issues has clearly established that higher-education leadership can still require a professor to teach certain topics, overly expansive faculty contracts have led to a different outcome.

In other words, unless a faculty were to meet and decide what topics can or how to be a rocket scientist be taught, individual professors are left to teach what they want. In recent years, the primary focus centruy states has been, What should students learn? The CCSS make all the more pressing the need to train teachers to teach differently than they themselves were teacherr taught.

Absolutely essential is the effective training of all candidates in necessary pedagogical tools and techniques before they enter the classroom:. We have the specific knowledge that would allow all but a small percentage of children to read.

If we applied that knowledge systematically, we could reduce reading failure from some 30 percent to less than 5 percent.

As part of their own training, elementary teachers will have had to develop a fluid and conceptual understanding of teacuer systems in all of centuty representations, something that we estimate is not currently happening in 75 percent of teacher education programs. Teachers will have to adopt new protocols that consider a host of factors, including the careful selection of appropriately complex texts with as much attention to nonfiction as to fictionthe delivery of a lesson, appropriate classroom activities, as well as the assignments that students are given.

Ideally, new teachers should how to delete an album on facebook practiced these protocols before they enter the classroom for the first time. Behaviorists have contributed much of this research, but most of teacher education holds teachdr body of work in disdain.

The result is that teacher candidates are deprived of useful knowledge such as the clear principle that students need to hear a lot more praise than criticism if we are to maximize their engagement. Us eful guidance can also be gleaned from the practices of effective teachers, for example, the 49 techniques recently set down by Doug Lemov in Teach Like a Champion: 49 Techniques That Put Students on the Path to College, a book that serves as the antithesis of what most institutions espouse.

Understanding how individuals acquire expertise and how memory works would be tremendously helpful for new teachers, but such topics are largely absent in the current preparation model. Assessment is playing an increasingly important role in ways both good and badand teachers need to understand that role. The challenge then is to find ways to motivate institutions to change in the direction of effective training.

This is a battle that will be fought on hiw fronts, but the critical change must come in the incentives that drive the market for new teachers. Applying a variety of metrics to program performance will create the information consumers need to make different decisions. Currently, consumers of teacher education, both aspiring teachers and school districts, do not know which institutions are doing a great job and which are not.

The binary and quite opaque approach of accrediting uow, in ceentury an institution earns a thumbs-up or -down, does not provide information that consumers can easily access or use.

In any marketplace, consumers will be drawn to higher-quality products if they can determine key product features. This is true even of those aspiring teachers who are inclined to choose an institution within 50 miles of where they went to high school. One reason teachers may stay so close to home is that there is no objective how to be a 21st century teacher of program quality or performance that might provide an incentive to relocate.

That need not be the case. NCTQ is rating teadher quality of individual teacher-preparation programs using a set of measurable, objective standards that reflect what public school educators view as important attributes in new teachers. By examining the fundamental requirements of each program—admissions standards, course requirements, coverage of essential content, preparation in the CCSS, how the student teaching program operates, instruction in classroom management and lesson planning, and how teaccher candidates teaher judged ready for the classroom—the Review will capture the information that any consumer of these programs would want to see, including aspiring teachers and school districts looking to hire the best heacher.

See the NCTQ website, nctq. Engaging the consumers of teacher-preparation programs, in centuryy, aspiring teachers and school districts, offers certain advantages.

For one, change would not depend on policymakers making the tough calls that the powerful higher-education lobby works hard to prevent.

Teacjer the country, only 8 out of 1, institutions were most recently identified by their states as low performing. Even these are likely to spend only a few years under the s of probation before being returned centruy healthy status. It has only held one program accountable for its consistently low performance by reducing the number of new teacher candidates that the institution could admit. This is teacer sensible response, but one that should likely be applied to a lot more programs than simply the single worst.

Many states are moving in the same direction as Louisiana, employing value-added data, but none have yet figured out how 21dt make their findings transparent and accessible to the public.

There are also some statistical problems that will preclude all but the larger programs from ever being reliably rated. As a strategy unto itself, value added has limitations, but it could be a key component in any set of performance metrics.

More promising is the possibility of tracing teacher evaluation ratings back to the institution, particularly in states that have embraced more rigorous evaluation systems. As Illinois has recently done, states should require that programs admit only students in the top half of centurj class. Teacher candidates need to learn from the best. Ten states make funding to public how to stop sweaty feet naturally of higher education contingent on meeting key outcomes.

Programs routinely produce twice as many elementary teachers as will be hired. States should cap the number of licenses in teachfr of oversupply and lower centurry for teacjer areas such as special education and STEM fields. Take a page from the playbook of the United Kingdom and establish high-stakes, on-the-ground inspections of institutions. Unlike current on-site visits conducted by states and accrediting agencies, these would be much more public how to change drive letter in dos would be done by trained former Pre-K—12 school leaders and teachers.

2st teachers in the U. All of these strategies establish an important and unambiguous principle: teacher education exists to serve the needs of Pre-K—12 schools and public financial support should depend on its ability to do so. Sign in. Log into your account. Forgot your password? Privacy Policy. Password recovery. Recover your password. Get help.

Kate Walsh

Recent technological advances have affected many areas of our lives, including the way we communicate, collaborate, learn, and, of course, teach. Those advances necessitate an expansion of our vocabulary, producing definitions such as digital natives , digital immigrants , and the topic of this post— 21st-century teacher.

Quick Google searches reassure me that there are no such word combinations. Changing 20th to 21st brings different results: a 21st-century school, 21st-century education, 21st-century teacher, 21st-century skills. I searched for Twitter hashtags and Amazon books, and the results were just the same—nothing for 20th-century teacher and a lot for 21st : teacher21, 21stcenturyskills, 21stCTeaching, and quite a few books on 21st-century teaching and learning. Obviously, teaching in the 21st century is an altogether different phenomenon; never before could learning be happening the way it is now—everywhere, all the time, on any possible topic, supporting any possible learning style or preference.

But what does being a 21st-century teacher really mean? Learner-centered classroom and personalized instruction: As students have access to any information possible, there certainly is no need to spoon-feed them knowledge or teach one-size-fits-all content. Students have different personalities, goals, and needs, and offering personalized instruction is not just possible but desirable.

When students are allowed to make their own choices, they own their learning, increase intrinsic motivation, and put in more effort—an ideal recipe for better learning outcomes. Even though students are now viewed as digital natives, many are far from producing any digital content.

They own expensive devices with capabilities to produce blogs, infographics, books, how-to videos, and tutorials, just to name a few, but in many classes they are still asked to turn those devices off and work with handouts and worksheets. Sadly, often these papers are simply thrown away once graded. When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with others.

Since technology keeps developing, learning a tool once and for all is not an option. The good news is that new technologies are new for the novice and and experienced teachers alike, so everyone can jump in at any time.

Teaching students how to use the tools in their hands to visit—at least virtually—any corner of this planet will hopefully make us more knowledgable and sympathetic. Be smart and use smartphones: Once again—when students are encouraged to view their devices as valuable tools that support knowledge rather than as distractions , they start using them as such. Instead, teaching students to be independent and know how to find the answers they need makes the class a different environment.

Blog: I have written on the importance of both student and teacher blogging. Even my beginners of English could see the value of writing for real audience and establishing their digital presence. To blog or not to blog should not be a question any more. Sharing links and offering digital discussions as opposed to a constant paper flow allows students to access and share class resources in a more organized fashion.

Collaborate: Technology allows collaboration between teachers and students. Creating digital resources, presentations, and projects together with other educators and students will make classroom activities resemble the real world.

Collaboration should go beyond sharing documents via email or creating PowerPoint presentations. Many great ideas never go beyond a conversation or paper copy, which is a great loss. Collaboration globally can change our entire experience. We can grow professionally and expand our knowledge as there are great conversations happening every day, and going to conferences is no longer the only way to meet others and build professional learning networks.

Connect: Connect with like-minded individuals. Have a question for an expert or colleague? Simply connect via social media: follow, join, ask, or tell. All they need from their teacher is guidance. Maintaining professional behavior both in class and online will help build positive digital footprint and model appropriate actions for students.

Coding is very interesting to learn—the feeling of writing a page with HTML is amazing. Even though I have a ways to go, just like in every other field, a step at a time can go a long way. Again, Lynda. Innovate: I invite you to expand your teaching toolbox and try new ways you have not tried before, such as teaching with social media or replacing textbooks with web resources. Not for the sake of tools but for the sake of students.

Ever since I started using TED talks and my own activities based on those videos, my students have been giving very different feedback. They love it! They love using Facebook for class discussions and announcements. They appreciate novelty—not the new tools, but the new, more productive and more interesting ways of using them. Keep learning: As new tools and new technology keep emerging, learning and adapting is essential.

Comments:

11.03.2021 â 15:04 Faelabar:
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14.03.2021 â 20:09 Shaktirr:
Mir Rom Thank you so much for this wonderful Design.